Tag Archives: assessment

Lifewide learning domains: rich intersections or contested spaces

I noted in my previous post on mapping our learning that I would be engaging in the collaborative inquiry ‘Towards a Better Understanding of Our Own Learning Lives’ led by Norman Jackson, Rob Ward and Jenny Willis. I have just about … Continue reading

Posted in Belonging, Digital Placemaking, Learner Engagement, Learning Space and Place, Personal & Professional Development Planning, Polycontextuality, Scholarship and Research, Social Media for Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Playing with divergence and convergence: designing #ActiveLearning

Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading

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#Twalk – a new active pedagogy explained

This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading

Posted in Academic Innovation, Active Learning, Assessment & Feedback, BYOD, Learner Engagement, Media-enhanced learning, Social Media for Learning, Walking | Tagged , , , | Leave a comment

Kitchen and studio-based learning

The Great British Menu is back on UK television at the moment. I am not a fan of cooking programmes – though others are in my household – so, it’s on and inevitably I get caught up in it. Assessment … Continue reading

Posted in Active Learning, Creativity, Learning Space and Place, Studio and Studio-based Learning | Tagged , , , , , , , , , , | 1 Comment

Attitudes, dispositions and learner maturity

I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading

Posted in Active Learning, Applied Learning, Learner Engagement | Tagged , , , , , , , , , , , , | 1 Comment

Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading

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B plus or A minus? Assessment in the creative disciplines

I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading

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From outside-in to inside-out (and possibly back-to-front) rethinking #feedback

Back in the 1990s I was a young developer working in the Learning & Teaching Institute at Sheffield Hallam University. One project that I was not directly involved with, but which I was present for, was on developing the use … Continue reading

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Learning obscured due to overcrowding

Following on from my previous post on the criticality of students being clear about their assessment, I note that Black & Wiliam (1998, pp. 9-10) make similar points, while talking about self-assessment, about the engagement of students with their assessment. … Continue reading

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All clear? It’s more than #feedback

I am in the middle of a large programme of work at my university addressing assessment and feedback. I have always understood that addressing the enhancement of academic practice in this area is more complex than some of the hygiene-focused … Continue reading

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